Integrating AI into language learning: Exploring the issues / AIを語学学習に統合する: 課題の探求 – 8 December via Google Meet
Discover how AI is reshaping language education in these thought-provoking presentations, each offering a unique perspective on integrating AI into the classroom. From exploring how tools like ChatGPT can support self-directed learning and empower both students and teachers, to investigating the use of AI as a feedback partner in writing education, these sessions shed light on the evolving relationship between technology and learning. Attendees will also gain insight into the broader implications of AI in English Language Teaching, examining its role as a valuable resource, a disruptive force, and a potential threat to academic integrity.
こちらの刺激的なプレゼンテーションでは、AIがどのように語学教育を変革しているかを探ります。ChatGPTのようなツールが自己学習を支援し、生徒と教師の両方に力を与える方法から、AIをライティング教育でのフィードバックパートナーとして活用する取り組みまで、テクノロジーと学習の進化する関係に焦点を当てています。また、AIが英語教育に与える広範な影響についても議論し、貴重なリソースでありながら、学びの現場における混乱や学問の誠実性に対する脅威となり得る側面も考察します。
Synopsis and translation provided by ChatGPT, an AI language model.
Event Information
- Date: Sunday, December 8th, 14:00
- Format: Webinar (Google Meet – See Google support for system requirements)
- Tuition: JALT members free, non-members ¥1000
- Language: English
Schedule
Abstracts
Understanding language teachers’ and learners’ experiences and views of using ChatGPT as a self-learning tool: An exploratory study
Yurika Ito – Kanagawa University
ChatGPT by OpenAI has become a central topic of discussion globally, especially in the field of language education, since its launch in late 2022. Although the initial excitement about using ChatGPT in educational settings may have waned somewhat, its many aspects are still far from fully explored and understood. One area that needs further investigation is how language learners can utilise ChatGPT as a self-learning tool and how teachers can effectively guide them in this process. While several scholars have highlighted the advantages of using ChatGPT for language learning, it remains uncertain whether learners are aware of these benefits and can utilise them on their own. The current study sought to uncover learners’ experiences and viewpoints concerning the use of ChatGPT for self-learning purposes. Since language teachers play a crucial role in helping learners use such tools effectively, the second part of the study focused on exploring their perceptions of ChatGPT and their approaches to learning about the tool.The study employed two main data collection methods: First, to gather insights from learners, a questionnaire was distributed to students in two intact English classes at a private Japanese university who were offered a short guidance session of how to use ChatGPT on their own to practise English. Secondly, a questionnaire was distributed to language teachers to gain a deeper understanding of teachers’ needs and opinions regarding ChatGPT. The study identifies the current challenges associated with using ChatGPT as a self-learning tool and emphasises the need to provide learners with guidance on effectively utilising this free online resource.
Yurika Ito, Ph.D., is an Assistant Professor at Kanazawa University in Yokohama, Japan. She has published articles and book chapters in the field of language education and technology. Her recent interests include the use of generative artificial intelligence (AI) in language education, online teacher communities on social media platforms, and teacher education.
Student Uses of AI as a Writing Feedback Companion: Efficacy and Perceptions
Ashton Dawes, Mariia Melnikova – Kanda University of International Studies
The ultimate goal of feedback in the writing process is to give students a chance to independently and critically analyze their own writing (Hyland & Hyland, 2006). The rise of generative artificial intelligence (AI) in classroom settings opens up the possibility of students using AI to ask questions about and receive feedback on their writing. However, how much students trust feedback from AI over their instructor, and to what extent is AI able to give quality feedback is yet unclear. This presentation will discuss students’ perceptions of AI as a form of feedback within a writing class and seek to comprehend how these perceptions shift throughout the semester as students engage with AI-generated feedback. At the start and end of the semester, students were surveyed on their beliefs about AI’s applicability inside the classroom, views on the accuracy of AI responses, and their attitudes about feedback. Students were tasked with utilizing any AI tool for feedback on their essay drafts. Reflection journals were used as a record of the specifics of their questions used to seek feed- back and writing choices. Additionally, students have chances in class to seek feedback from their instructors or peers, and the differences in their perceptions of these processes have been surveyed. The outcomes offer insight into students’ changing attitudes, knowledge, and practical use of AI in writing education. By examining the changes in students’ perspectives over time, the presentation explores integrating AI into the writing classroom as a supportive tool for garnering feedback. The findings provide nuanced insights into learners’ experiences, emphasizing the potential impact of AI on writing education and contributing to the ongoing discourse on the role of technology in the learning environment.
GPT in ELT: Productive Tool, Disruptive Force, or Destructive Element?
Paul Raine – Ritsumeikan University
The advent of Generative Pre-trained Transformers (GPT) has sparked a transformative shift in English Language Teaching (ELT), raising both opportunities and concerns. This presentation explores the multifaceted impact of GPT on ELT, categorizing its influence into three primary dimensions: productive, disruptive, and destructive.
On the productive side, GPT serves as a valuable tool for generating learning materials, such as simplified texts and comprehension questions, catering to varying levels of language proficiency. It also provides innovative methods for practicing language skills through adaptive and interactive learning scenarios.
Conversely, GPT’s capabilities present disruptive challenges, such as the potential for over-reliance on AI-generated content and the diminishing role of human educators in the language learning process. The discussion extends to the destructive potential of GPT, particularly in facilitating plagiarism (“AIgiarism”) and undermining the integrity of language assessments. Current AI detection tools face limitations in identifying GPT-generated text, which poses further risks to academic honesty.
This presentation will critically examine these dimensions, drawing on examples from current ELT practices and proposing strategies to harness GPT’s benefits while mitigating its risks. Attendees will gain a nuanced understanding of how to navigate the complex dynamics introduced by GPT in ELT, ensuring technology enhances rather than hinders the language learning experience.
Paul Raine (MA TESOL) is an award-winning teacher, author, and developer. He wrote the best-selling *50 Ways to Teach with Technology* and developed EFL websites like abaxlms.com, zengengo.com, eigo.ai, and lingolesson.com. He has published research on English teaching, with a focus on Computer Assisted Language Learning (CALL). He currently lives and teaches English in Osaka, Japan.
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